RSA #4: Teacher participation in online communities: Why do teachers want to participate in self-generated online communities of k-12 teachers?

article link: http://files.eric.ed.gov/fulltext/EJ835241.pdf

The assigned reading this week "Using Social Media To Build An Online Professional Learning Network of Middle Level Educators" (Lightle 2010) describes how technology, particularly social media, has become a part of both teachers’ and students' personal lives, but has not yet been tapped as much of a resource for professional learning. The author describes two online resources that could be used to help build an online professional network; Ning and Wikis. When these tools were used for professional networking, the author found that participants did not often add to the content, and would more often access the content, but stay out of the conversation. When evaluating the use of these resources, the author found that people were afraid of using the sites because they didn’t want to look unintelligent or they didn’t feel tech-savvy enough, among other reasons.

Hur and Brush (2009) in their article lay out research on the reasons teachers use online communities. The authors chose three online communities to study: Teacher Focus, WeTheTeachers, and T-LJ. A number of reasons why teachers do not participate were included; some of these reasons being lack of time, lack of technical support and a preference for face-to-face interaction. In concluding their study, the authors determined five reasons teachers participate in online communities. The five reasons are as follows: “(a) sharing emotions, (b) utilizing the advantages of online environments, (c) combating teacher isolation, (d) exploring ideas, and (e) experiencing a sense of camaraderie” (Hur, Brush p. 12-13).

Both articles point out that online collaboration may be the way of the future, and that teachers are at times resistant. Also, both authors lead to the conclusion that more research needs to be done about how to effectively implement online community learning.  While both articles found reasons for why teachers resist participating, Hur and Brush describe several reasons of why teachers enjoy collaborating in online communities. Hur and Brush find that teachers collaborate online to meet an emotional need as well as a need for new knowledge. 

References

Lightle, K. (2010). Using social media to build an online social network of middle level educators. STEM for Our Students. 39 (2), 48-52. Retrieved from http://blackboard.cuchicago.edu/bbcswebdav/pid-1025315-dt-content-rid-4423467_2/courses/8967.201430/Lightle-Using%20Social%20Media.pdf

Won Hur, J., & Brush, T. (2009). Teacher participation in online communities: Why do teachers want to participate in self-generated online communities of k-12 teachers? Journal of Research on Technology in Education. 41 (3), 279-303. Retrieved from http://files.eric.ed.gov/fulltext/EJ835241.pdf

RSA #3: Integrating Web 2.0 tools into the classroom: Changing the culture of learning

URL: http://cct.edc.org/sites/cct.edc.org/files/publications/Integrating%20Web2.0.PDF

The article “Learning, Teaching, and Scholarship in a Digital Age: Web 2.0 and Classroom Research: What Path Should We Take Now?” explains the difference between Web 1.0 and Web 2.0, reasons Web 2.0 tools should be included in the classroom and expresses a need for researchers to further investigate how to incorporate these tools effectively into the classroom. Formerly the Web was something people used, whereas now the Web is something people can interact with; for example through social networking sites. The article points out that students are familiar with Web 2.0 tools and are using them in their personal lives, and teachers need to become more savvy with these tools to incorporate them into the classroom. Students have created online lives, and the skills they are using could be used in the learning process as well. Finally, the article explains that more educational researchers need to take part in Web 2.0 tools to better determine how they could be used successfully in school, because in the future students may need these skills for more than social-networking.

The article, Integrating Web 2.0 tools into the classroom: Changing the culture of learning describes research done on the use of Web 2.0 tools in classrooms, the types of tools used and their success in helping students learn. The researchers found that the teachers they came in contact with used tools that could be broken into four main categories: tools that create or support a virtual learning environment, tools that support communication and cultivate relationships, resources that support teaching and learning, and tools enabling students to create artifacts representing what they are learning. The article explains that Web 2.0 tools can be used in a positive way in the classroom as long as teachers take the time to choose appropriate tools and they fit the instructional goals.

Both articles point out the great possibilities for Web 2.0 tools in the classroom as well as the need for more research; in the online article, the researchers make conclusions about their findings, but state they are only hypotheses because of the need for further research. The articles are also similar in their mention of a need for Web based extensions of the classroom. While the online article provides more examples of possible Web 2.0 tools, both provide an argument for teachers to investigate the possibilities for these tools in their classrooms.

References

Greenhow, Christine; Robelia, Beth; & Hughes, Joan E. (2009). Learning, teaching, and scholarship in a digital age: Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246-259.

Light, Daniel; Polin Deborah. (2010). Integrating web 2.0 tools into the classroom: Changing the culture of learning. EDC Center for Children and Technology.

RSA #2: Professional Community and Professional Development in the Learning-Centered School

http://www.nea.org/assets/docs/HE/mf_pdreport.pdf

The required reading for this module focuses on the need for focused professional development in order for students to achieve at their highest potential. Holland's (2005) article "Teaching Teachers: Professional Development To Improve Student Achievement Professional Learning Communities," lays out several factors for effective professional development for teachers. First of all, the author states that teachers must be involved in professional development that is directly related to the subject matter the teacher teaches as well as having a focus on how students learn. Another important factor in effective professional development is the amount of time teachers spend in their professional learning; teachers need "extended opportunities to better understand student learning, curriculum materials and instruction, and subject-matter content can boost the performance of both teachers and students" (page 4). Successful professional development can improve the effectiveness of teachers and therefore the achievement of their students. 

In Little's (2006) article, she describes how a school focused on the learning of both teachers and students makes for a successful school. The article describes how professional development should be planned based on an identified learning problem and goal for the school. Little also explains how a professional learning community can support the learning of teachers and therefore the learning of students; the author finds that the stronger the professional learning community the better likelihood of professional development making a positive impact in a student's education.
 

The online article is closely related to the required reading for this module. Both articles point to the importance of professional development that is, in a way, prescribed to meet the needs of the specific staff and students in order to be most effective and beneficial. The online article goes into more depth about how to determine the needed professional development for a school. Ultimately, both articles emphasize the need to focus on student learning in order to have a successful professional development, which is also the goal of professional learning communities.

References

Holland, Holly. (2005). Teaching teachers: professional development to improve student achievement. Research Points, 3. Retrieved from: http://blackboard.cuchicago.edu/bbcswebdav/pid-1025303-dt-content-rid-4423434_2/courses/8967.201430/AERA_Teaching_Teachers.pdf

Little, Judith. (2006). Professional community and professional development in the learning-centered school. Best Practices: NEA Research. Retrieved from: http://www.nea.org/assets/docs/HE/mf_pdreport.pdf

RSA 1 - The Importance of Professional Learning Communities for School Improvement

http://www.scirp.org/journal/PaperDownload.aspx?paperID=31385

The required readings for this module focused on the benefits of implementing Professional Learning Communities (PLCs) in the school setting and the factors needed to do so. "Work Together But Only if You Want To," (DuFour 2011) laid out the reasons for and benefits of requiring (not suggesting) teachers be actively involved in PLCs. "Building a Learning Community, a tale of two schools," (Mindich, D., & Lieberman, A. 2012) described the required variables necessary to implement Professional Learning Communities in schools. Additionally, "Professional Learning Communities: Practices for Successful Implementation," (Linder, R., Post G., & Calabrese K. 2012) determined elements helpful to the success of PLCs based on participants' feedback in their study. All three articles are clear arguments for implementing PLCs and included elements that would be helpful for teachers whether just beginning to implement PLCs or further along in the process. 

"The Importance of Professional Learning Communities for School Improvement," (Jones, L., Stall G., Yarbrough D. 2013) describes the importance of a principal's leadership in the implementation and sustainability of Professional Learning Communities. The article identifies several definitions of a PLC as well as different perspectives on what factors are necessary in a PLC. Throughout the article several factors for the role of the principal are included. The article states, "The principal has the responsibility in the facilitating, communicating, and providing the opportunity for growth". The authors also believe the principal must also help develop and communicate a vision for the school in order for a school's PLC to be effective. 

The online article, “The Importance of Professional Learning Communities for School Improvement,” (Jones, L., et al 2013) states similar points as the assigned readings this week but adds a focus on what school leaders can do to help implement PLCs. Comparably, the online article mentions factors such as a common mission, vision, values, and goals as do the articles in this module. Ultimately, the online article helps to show the benefits of implementing Professional Learning Communities as do the articles included in this module. 

DuFour, Rick. (2011). Work together but only if you want to.  Kappan Magazine, 92. 

Retrieved from: http://blackboard.cuchicago.edu/bbcswebdav/pid-1025298-dt-content-rid-4423463_2/courses/8967.201430/KapanMagazineRickDuFour2011.pdf

Jones, L., Stall G., Yarbrough D. (2013). The Importance of Professional Learning Communities for School Improvement. Retrieved from: http://www.scirp.org/journal/PaperDownload.aspx?paperID=31385 

Linder, R., Post G., & Calabrese K. (2012). Professional Learning Communities: Practices for Successful Implementation.The Delta Kappa Gamma Bulletin. Retrieved from: http://blackboard.cuchicago.edu/bbcswebdav/pid-1025300-dt-content-rid-4423468_2/courses/8967.201430/Linder%20PLC.pdf

Mindich, D., & Lieberman, A. (2012). Building a learning community: 

A tale of two schools. Stanford, CA. Stanford Center for Opportunity Policy in 

Education. Retrieved from: http://blackboard.cuchicago.edu/bbcswebdav/pid-1025299-dt-content-rid-4423470_2/courses/8967.201430/Mindich_Building_learning_communities.pdf